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Learning through play

19 Sep 2021

By Yasaara Kaluaratchi  Play is a universal activity an individual voluntarily engages in. Children are intrinsically motivated to play, it is joyous and spontaneous. Learning, on the other hand, is acquiring knowledge or skills through what is being taught or by experience. What is learning through play and what is the landscape of play-based learning in Sri Lanka? Dr. Indrani Talagala, a veteran in the field of early childhood education, shared some valuable thoughts on this topic.  Play-based learning and its importance  According to the encyclopaedia on early childhood development, play-based learning is learning that occurs while you play. However, it is different from the broader concept of play. There are two types of play used to promote learning. Free play is initiated by the child and guided play is initiated or supported by the adult. For play-based learning to work, educators create a very deliberate environment that encourages the child to participate. Play-based learning involves the following elements:  Self-direction: The child chooses what they play and how they play. Adults can supervise, accompany or potentially suggest ideas, but the child decides the rest. Unstructured exploration: The child is allowed to explore for themselves and select objects or activities based on their own interests. It is important that the environment includes lots of options, but it is ultimately up to the child to decide the course of action. Fun: Play must be enjoyable for the child. Adults should not force certain activities as it’s important that the child is enjoying what they are doing. Process-oriented: It is the process of the play that is important, there is no end goal or correct response.  Why is play-based learning important?  There is a wide range of benefits that children gain by learning through play. The development of language and literacy are enhanced when children communicate with their peers and adults through activities such as role-play and self-talk. Play encourages spontaneous and natural conversations which provides opportunities for language development.  The development of socio-emotional skills is another important benefit through play-based learning. When children play together they learn to cooperate and collaborate with each other. Turn taking, sharing, and caring about each other are some of the essential skills acquired which are important later in life. Children have a lot to express, thus an infant or a toddler must learn how to regulate their emotions. As children play they learn to empathise, recognise their emotions, and manage them. Play-therapy is commonly used by educators and psychologists as a healthy form of stress reliever.  The cognitive skills which are essential for the development of the brain are enhanced through play. Research suggests that preschoolers who engaged in complex block play showed long-term gains in mathematical cognition. Furthermore, pretend and game play during the formative years of a child’s life is remarkably related to higher levels of adult moral reasoning.  In terms of physical skills, play-based learning promotes the development of fine and gross motor skills. Play activities such as painting, drawing, and building improves the development of the small muscles in the hands. Activities which involve large muscle movement such as running, climbing, skipping, and jumping develops gross motor skills.  Overall, play promotes self-confidence and positive self-concepts. Children grasp concepts more easily when they are interested in the activity and allowing them to choose the way they play encourages independence. Being able to learn at their pace encourages children to thrive in their learning experiences.  How do you assess play-based learning?  Assessing the knowledge and skills a child gains through play-based learning is imperative. Gullo and Hughes have identified three core principles for assessment. This is beneficial for educators whose goal is to strike a balance between academic and developmental assessment approaches.  Assessment should be a continuous process within preschool classrooms and integrated into teaching and learning periods. Multiple formats must be utilised for assessment such as observations of learning, conversations and testing to appropriate and adequately assess diverse learners. Assessment should focus on both developmental targets and academic targets.  Educators can use observation techniques when children are engaged in play activities. This is an informal way to gather information about the progress of the child and takes place in the natural setting. Engaging learners in conversation is a great way to understand the child’s knowledge on the topic. This can be incorporated in a game or an activity to make it less formal and comfortable for the child.  Challenges of promoting play-based learning and reasons why its less implemented in Sri Lanka  Learning through play has many advantages. However implementing play-based learning in a classroom environment poses challenges. There are disagreements in policy and research on how children learn best. Lack of understanding in both teachers and parents of the concept of play-based learning and its importance has led schools to implement only teacher directed, academic activities in classrooms. Early childhood programmes that elevate academic instruction at the expense of play and tensions between children’s yearning to play and adults’ persistence to impart specific content knowledge have diminished the motivation children have for learning. Learning through play requires resources, therefore children must be provided access to play materials needed for different types of play such as water play, sand play, sensory play, musical play, art play and digital play. Thus, it has been a challenge to provide such facilities in schools which do not have means to invest in equipment.  In countries such as Sri Lanka, more weightage is provided to academic activities; learning is more teacher-centred and traditional. Most educators and parents negate the benefits of play, therefore learning through play is not given its due prominence. Parents expect children to learn reading, writing and mathematics hence play is regarded as a waste of time. Parents are content when the books are filled with letters and numbers, consequently rote learning is promoted. Most teachers are not equipped with the necessary skills and knowledge on how to implement play-based learning in the classroom and child initiated play is not implemented in most of the preschools in Sri Lanka, Dr. Talagala stated.  Overcoming challenges in implementing play-based learning  According to the United Nations High Commissioner for Human Rights, play is the right of every child. Therefore, it is the responsibility of the professionals to ensure that children are provided ample opportunities for play in order to promote holistic development. Creating awareness about the importance of play and how it benefits learning is profound in overcoming pertinent challenges to play-based learning. Workshops and training programmes for teachers can elevate the interest and awareness about the importance and essential aspects of play-based learning. Researchers can create partnerships with the schools to raise awareness. Policy makers can promote public awareness of the evidence about play-based learning through public awareness campaigns. Sustainable community programmes can increase access to play opportunities for children with low socio-economic backgrounds.  In the realm of play based learning, children thrive by acquiring knowledge through self-initiated activities. Thus, play-based learning should take the centre stage in the lives of all children. To accomplish this task, it is the responsibility of researchers, policymakers, educators and parents to “take it to the streets and the playgrounds!” (Dr. Indrani Talagala is the former Head of the Department of Early Childhood and Primary Education, and an elected member of the Faculty of Education at the Open University of Sri Lanka. She is a Member and Consultant on the National Committee on ECCD at the Ministry of Women and Child Affairs, and a part of the Foreign Faculty at the Institute of Educational Development, BRAC University, Bangladesh)  (The writer has over a decade of experience in the education sector as a lecturer, mentor, and facilitator specialised in educational psychology, currently serving as the Prospects Academy Director of Academics in Colombo, Sri Lanka)

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Discover Kapruka, the leading online shopping platform in Sri Lanka, where you can conveniently send Gifts and Flowers to your loved ones for any event. Explore a wide range of popular Shopping Categories on Kapruka, including Toys, Groceries, Electronics, Birthday Cakes, Fruits, Chocolates, Automobile, Mother and Baby Products, Clothing, and Fashion. Additionally, Kapruka offers unique online services like Money Remittance, Astrology, Medicine Delivery, and access to over 700 Top Brands. Also If you’re interested in selling with Kapruka, Partner Central by Kapruka is the best solution to start with. Moreover, through Kapruka Global Shop, you can also enjoy the convenience of purchasing products from renowned platforms like Amazon and eBay and have them delivered to Sri Lanka.Send love straight to their heart this Valentine's with our thoughtful gifts!


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